Student Characteristics. The literature suggests that present-day alternatives are typically serving students who are at risk for school failure or are disenfranchised from the traditional school system. Again, this suggestion is limited by the lack of a succinct national portrait of alternative programs and the students who attend. A clear picture of the characteristics of the students as they relate to the programs is also important in order to examine program effectiveness both individually and nationally. It is unclear, at this point, which students are benefiting the most from the alternative system. Some of the research reviewed notes the differences between students who persist and those who drop out of alternative programs (Xxxxx & Xxxx, 1999a). Other research highlights the differences between students’ characteristics upon entry into the programs and documents the variance in outcomes for these students (Xxxx & Xxxx, 1984). Still other research suggests that the risk factors used to assign children to alternative programs may not accurately present the various needs they bring to the setting (Xxxxxxxx & Xxxxxxx, 1998). While these studies most often report the findings as ancillary to another research question, they reveal a need for an understanding of the characteristics of students who attend alternative programs. Other research may investigate questions such as: Does it make a difference in school success if students attend the alternative by choice or by placement? Are there student characteristics that enhance success at the alternative program, and if so, what are they? Are there disproportionate numbers of students of color or low-income students attending alternative schools? What are the roles of screening and identification of individual intervention strategies in alternative settings? What role does the presence of students with disabilities have on climate and practice in alternative schools? Do students enroll in these programs to avoid being labeled as “disabled” and thus provided special education services? Though the literature touched on each of these areas, there has not been enough research to understand the role student characteristics and alternative characteristics play in student success. Based on the limited research findings available on younger students, it appears that most alternative programs were designed for older secondary students. However, it is not clear whether this is truly the case, or if there are just few studies examining younger...
Student Characteristics. ▪ Achievement ▪ Attitudes ▪ Interests ▪ Motivation Three part forms have been designed for each step of the evaluation process. The proper use of the forms is discussed in brief as follows: Pre-observation Form – This form is to be used before an observation visit and signed by both teacher and evaluator. Classroom Observation Form – This form is to be used during a classroom observation and provides documentation for a Teacher Evaluation Report. Non-classroom Evaluation Form – This form is to be used to record information about teacher performance on non-classroom activities and provide documentation for the Teacher Evaluation Form. Teacher Evaluation Report – This form is to be used as the formal evaluation report, based on information recorded on the Classroom Observation Form and the Non-classroom Observation Form. It will be used for probationary teachers and tenured teachers, and will be available and completed during the conference session following the arranged observation(s). LakeVille Community Schools Pre-Observation Conference Form Teacher Building Assignment A.M.-P.M. Evaluator Date Time Agreed upon date and time of observation visit: A.M.-P.M. Date Time The following areas of the evaluation were discussed (check all those that apply): [ ] I. Techniques of Instruction [ ] II. Classroom Management [ ] III. Personal Qualities [ ] IV. Organizational Skills [ ] V. Professional Related Activities The following were given the teacher and were discussed: [ ] I. Criteria for Teacher Evaluation [ ] II. Factors Affecting Teacher Performance [ ] Other: Evaluator’s Comments: Teacher’s Comments: Teacher’s Signature Date Evaluator’s Signature Date (Does not indicate agreement) (tchreval.1) Evaluator – White Teacher – Yellow Personnel - Pink LakeVille Community Schools Classroom Observation Report Teacher Evaluator Date Evaluator should rate the performance of the teacher in each item as Satisfactory (S), Unsatisfactory (U), or Not Observed (N/O). .
Student Characteristics a. School assignment
